Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study

In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept‐slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.     

Effects of abusive supervision on employees’ innovative behavior: The role of job insecurity and locus of control

Drawing on the Conservation of Resources Theory by Hobfoll, we examined the relationships between abusive supervision, job insecurity, locus of control, and employees’ innovative behavior. Using self‐reported data collected from employees among four enterprises in China (N = 641), we found that abusive supervision was positively correlated with job insecurity. In contrast, both job insecurity and abusive supervision were negatively correlated with employees’ innovative behavior, with the impact of abusive supervision on innovative behavior being mediated by its effect on job insecurity. Having an external locus of control that served as a buffering factor for employees, mitigating the relationship between abusive supervision and job insecurity. These findings complement the existing research on the impacts of abusive leadership, providing practical information for enterprises on how to enhance levels of innovation and vitality among employees.     

Vocabulary growth rate from preschool to school‐age years is reflected in the connectivity of the arcuate fasciculus in 14‐year‐old children

The acquisition of language involves the functional specialization of several cortical regions. Connectivity between these brain regions may also change with the development of language. Various studies have demonstrated that the arcuate fasciculus was essential for language function. Vocabulary learning is one of the most important skills in language acquisition. In the present longitudinal study, we explored the influence of vocabulary development on the anatomical properties of the arcuate fasciculus. Seventy‐nine Chinese children participated in this study. Between age 4 and age 10, they were administered the same vocabulary task repeatedly. Following a previous study, children's vocabulary developmental trajectories were clustered into three subgroups (consistently good, catch‐up, consistently poor). At age 14, diffusion tensor imaging data were collected. Using ROI‐based tractography, the anterior, posterior and direct segments of the bilateral arcuate fasciculus were delineated in each child's native space. Group comparisons showed a significantly reduced fractional anisotropy in the left arcuate fasciculus of children in the consistently poor group, in particular in the posterior and direct segments of the arcuate fasciculus. No group differences were observed in the right hemisphere, nor in the left anterior segment. Further regression analyses showed that the rate of vocabulary development, rather than the initial vocabulary size, was a specific predictor of the left arcuate fasciculus connectivity.     

项目反应理论框架下的新等值方法——对数对比等值法

项目反应理论有一些以除法形式给出的多级评分模型,若采用Haebara等值法、Stocking_Lord等值法或对称相对熵等值法进行测验等值,都因其对初值有较高要求而可能导致失败。针对这一类模型,我们给出了一种新的等值方法——对数对比等值法。这种方法收敛快,对迭代初值要求低,所得结果精度较高,可以为其他等值方法提供良好的初值。研究表明,对数对比等值法还改进和推广了0-1评分的两参数Logistic模型的Logit变换等值法     

粗暴养育与中学生学习投入：状态焦虑与性别的作用

基于儿童学习投入的社会文化情境发展模型和动机与投入之轮理论,构建了一个有调节的中介模型,探讨了粗暴养育与学习投入的关系以及状态焦虑与性别的作用。对852名初中生进行问卷调查,结果发现：（1）粗暴养育与状态焦虑呈显著正相关,与学习投入呈显著负相关,状态焦虑与学习投入呈显著负相关;（2）状态焦虑在粗暴养育与学习投入之间起完全中介作用;性别调节了“粗暴养育→状态焦虑→学习投入”的前半段路径,相对于男性,粗暴养育与状态焦虑的正向联系在女性中更强。     

工作场所中的主观幸福感干预研究*

旨在探讨基于持续幸福理论的感恩、助人和追求目标的主观幸福感干预方法在国内工作场所中的有效性。采用随机分组安慰剂控制的方式,将3家企业的140名员工随机分为3个干预组、1个安慰剂控制组和1个空白对照组,进行持续一周的干预,并分别在干预前、干预结束时和干预结束2周后对被试的主观幸福感进行测试。结果发现记录感恩能够显著提升生活满意度;助人行为能够显著提升生活满意度、积极情绪,且能降低消极情绪;追求目标能显著提升生活满意度和降低消极情绪。结果表明上述三种干预方法能有效提高工作场所人员的主观幸福感。     

基于属性层级结构的认知诊断测验的组卷

认知诊断测验组卷方法对提高被试属性掌握模式的判准率至关重要.Henson和Douglas的组卷方法(2005)得到的认知诊断测验判准率不高,没有考虑属性间的层级关系是重要原因.本文提出一种基于属性层级结构的认知诊断组卷方法:首先根据属性层级结构确定待选项目类集合,其次根据新建构的选题指标确定项目类,然后由属性区分被试的能力确定各项目类中题目的数量,并在测验Q阵中放入可达阵.模拟研究表明:新方法比H&D方法在判准率上有很大的提高;新的选题指标比H&D的指标大大缩短计算时间.     

The Association Between Maternal Control and Sense of Coherence in Chinese Adolescents: Self-Efficacy as a Mediator and Stressful Life Events as a Moderator

Journal of Happiness Studies - Both parental support and overprotection have been found to be associated with adolescents’ sense of coherence (SOC) in prior studies. It is unclear, however,...     

词汇的唤醒度对情绪标注效应的影响—ERPs研究

基于晚期阻断理论考察词汇唤醒度对情绪标注效应的影响,研究选择情绪面孔图片为实验材料,借助ERPs技术,以命名后的LPP波幅为指标,考察词汇的唤醒度对情绪标注效应的影响。结果发现：进行情绪标注时,与使用低唤醒度词相比,高唤醒度词条件下的LPP波幅更小;而进行非情绪标注时,差异不显著;无论词的唤醒度高或低,情绪标注与非情绪标注差异显著,情绪标注下LPP波幅更低。结果表明：进行情绪标注时,情绪词唤醒度越高抑制情绪的效果越好,而进行非情绪标注时则无影响;结果支持了晚期阻断理论。     

小学高年级学生创造力的发展：性别差异及学校支持的作用

对203名4年级学生进行3年追踪测试(到6年级), 采用多水平分析法考察创造力的发展趋势、性别差异以及教师/同伴支持对创造力发展的影响。结果表明：(1) 4~6年级小学生的流畅性呈线性增长趋势, 灵活性和独创性呈非线性增长趋势, 初始水平与增长速度呈正相关。(2)女生灵活性和独创性的初始水平高于男生。(3)教师支持正向预测男生灵活性的初始水平, 正向预测流畅性的初始水平和独创性的增长速度。(4)教师支持的发展正向预测流畅性的发展。